Practice placement and CPD form a central component of the BSc (Hons) in Health and Social Care programme. The aim of this module is to provide students with a structured practice experience in a recognised social care setting to provide students with the opportunity to apply theoretical concepts, knowledge, and skills to practice situations. The placement experience affords insight into the diverse aspects of working in a professional setting. Students will, under supervision, explore the practice of working within a variety of settings and areas and continue the development of their emerging professional identities. This placement must consist of a minimum of 420-hour block placement which will take place over a 5-day week and be completed over 12 continuous weeks. The work pattern will mirror the realistic working week and shift pattern of Social Care Workers.

This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Demonstrate professional autonomy and accountability in a practical manner with focus on responsibility for their own personal and professional development. (1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.17, 1.18, 1.19, 1.20, 1.21, 1.22, 1.23)
2. Indicate the skills (for example creative, interpersonal, reflective, professional), qualities (for example inclusive, ethical practices), competencies and an understanding of social care concepts which they have used and developed over the course of this placement. (1.2, 1.3,1.4, 1.6, 1.8, 1.9, 1.10, 1.11, 1.15, 2.2, 2.3, 2.6, 2.8, 2.9, 2.10, 2.11,2.12, 2.13, 2.14, 2.15, 2.17, 3.5, 3.6, 3.7, 3.8, 3.11, 3.13, 4.3, 4.4, 4.5, 5.3, 5.6, 5.8, 5.10, 5.11, 5.12, 5.13)
3. Develop and cultivate interpersonal and professional relationships in the context of a developing professional identity. (Domain 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.9)
4. Demonstrate effective communicative practices with professionals, individuals and groups in both spoken and written formats using appropriate technology and /or creative approaches as required. (Domain 1.14, 2.1, 2.2, 2.3, 2.4,2.5, 2.6, 2.7, 2.11, 2.13, 2.15, 2.16, 2.17, 3.15)
5. Demonstrate knowledge and comprehension of key social care concepts and theories from all programme modules completed to date and reflect on their integration and impact on practices in the placement setting (Domain 5.1, 5.4, 5.6, 5.7, 5.8, 5.10, 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, 5.18, 5.19)
6. Identify , plan, deliver and evaluate an intervention taking into account the needs and wishes of service users and/or needs of the agency within the context of providing quality health and social care services. (Domain 3.5, 3.6, 3.7, 3.8, 3.14)
7. Demonstrate professionalism throughout the duration of the placement process. (1.7, 1.9, 1.13, 1.17, 1.18, 1.19, 1.20, 2.6, 2.7, 2.8, 2.13, 2.15, 3.1, 3.2, 3.3, 3.4, 3.5, 3.9, 3.10, 3.12,4.1, 5.2, 5.5, 5.19 )
8. Demonstrate professionalism throughout the duration of the placement experience and a suitability for social care work. (Domain 1.1, 1.2, 1.3, 1.5,1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.15, 1.16, 1.17, 1.18, 1.19, 1.20, 1.21, 1.22, 1.23, 2.2, 2.3, 2.4, 2.6, 2.7, 2.13, 2.15, 2.16, 2.17, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.14, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.4, 5.6, 5.6, 5.7, 5.8, 5.9, 5.10, 5.12, 5.13, 5.14, 5.15. 5.16, 5.17, 5.18, 5.19)

The aim of this module is to develop students' holistic understanding of life course development and ageing in the context of an intercultural and diverse society. The principle that there is no typical trajectory in human ageing is key to this module. This module is designed to provide students with a comprehensive understanding of the principles, practices, and challenges associated with promoting positive ageing in the context of social care. It provides students with an opportunity to reflect on and integrate practice placement experiences with the additional skills, knowledge and proficiencies encompassed in the learning outcomes. The module is underpinned by current regulatory and legal frameworks, evidence-based practice, and the ethos of supporting service users as active participants in their care. This module maps to the CORU Standards of Proficiency below:
Domain 1: Professional Autonomy and Accountability
Domain 2: Communication, Collaborative Practice and Team working
Domain 4: Professional Development
Domain 5: Professional Knowledge and Skills

1. Describe the holistic changes and transitions associated with the ageing process and their impact on the individual, including how trauma can influence life course outcomes. (2.1, 3.6, 3.8, 2.12)
2. Explore and reflect on the role of social care workers as enablers and advocates of positive ageing in the context of previous practice placement experiences. (1.3, 1.4, 1.11, 2.8, 2.17, 3.10, 3.13 )
3. Assess relevant public policy, frameworks and reports on the provision of support of the ageing population in social care contexts (1.9, 1.12, 1.13, 1.14, 1.15, 1.16, 3.3, 3.4, 3.12, 3.13 )
4. Perform and demonstrate competence in professional practice skills as applicable to community and residential social care settings, such as communication skills, cross infection, hygiene, self-care and activities of daily living. (1.6, 1.20, 1.22, 2.7, 2.12, 2.17, 3.14, 4.3, 5.12, 5.13)
5. Comprehend the importance of social influences, culture, attitudes independence, self-determination, advocacy and purposeful activity including anti discriminatory practices and ways of working in social care that promote inclusion for people within ageing populations. ( 1.12, 1.11 , 4.4, 5.2 , 5.3)

This module builds upon students' understanding of the dynamic field of health promotion within the context of social care. It aims to equip students with a comprehensive understanding of health definitions, principles of promoting health, and the importance of addressing health inequalities amongst diverse and marginalised groups via a reflective lens post Practice Placement and CPD 1. This module adopts a multi-demensional approach, connecting local, national, and global perspectives on health to equip students with a deep understanding of health patterns, inequalities, and interventions in professional social care practice. Through a blend of theoretical knowledge and practical application, students will explore strategies for effective health promotion in social care, the role of research and ethics, and the importance of self-care for professionals in the field. The module emphasises inquiry-based and student-led learning with a collaborative project to reflect on and further prepare for the practice of health promotion in social care.

This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Discuss definitions of and perspectives on health as applied to self and others, including the role of social care workers are health promoters. (1.5, 1.20 , 5.4 , 5.19 )
2. Explain the aims and approaches to promoting health inclusive of central national and international policies relevant to social care practice. ( 1.9, 2.4, 4.1 , 5.2, 5.4 )
3. Describe core principles and health psychology models required for effective health promotion practice and their application to working in inter/multi-disciplinary teams in social care. (2.2, 2.4, 2.13, 2.15, 2.16, 3.14, 5.4, 5.6, 5.7, 5.16 )
4. Appraise health promotion and inequalities within specific population groups in social care in a non-discriminatory and culturally sensitive way, respecting different cultural beliefs and practices. (1.8, 1.23, 3.11, 5.4, 5.11, 5.15 )
5. Demonstrate and reflect on the importance of developing personal and professional skills in self-care for effective health and social care practice drawing on practice placement experiences (1.17, 1.18, 1.20, 4.2, 4.3, 4.5, 4.6, 5.19)
6. Explore and evaluate research, evidence and ethics as it relates to health promotion, self-care and social care practice. (2.6, 2.7, 3.5, 3.9, 5.5, 5.17 )

This module aims to enhance students' understanding and skills in social care practice, focusing on their continued professional development. It builds upon the foundation set in previous academic learning and practice placement, emphasising the importance of proficiency, independence, and teamwork in social care settings. Students will critically evaluate and reflect on their professional and personal growth, drawing on experiences from their practice placement to develop as reflective and ethical practitioners. They will deepen their understanding of ongoing professional development, professionalism, and the integration of knowledge, theory, research, and practice skills.

The module encourages a critical and reflective approach to practice, equipping students to handle uncertainty and initiate changes based on professional judgement and decision-making. It also addresses the recognition and resolution of ethical dilemmas, emphasising the adherence to the CORU Code of Professional Conduct and Ethics. Through this module, students will learn to practice in a non-discriminatory manner, manage conflicts between confidentiality and whistleblowing, and understand their professional autonomy and accountability for actions and decisions in a social care context.

This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Critically reflect on professional autonomy and accountability in the context of ethical decision-making within social care practice. (1.1, 1.2, 1.7, 1.10, 1.11, 1.12, 1.14, 1.17, 1.19, 1.21, 1.22, 3.13, 5.11, 5,12, 5.14)
2. Analyse and reflect on the role of effective teamwork and collaborative practices in enhancing the quality of social care services. (2.2, 2.3, 2.9, 2.10, 2.11, 2.13, 2.14, 2.16, 3.9, 5.8, 5.12, 5.13, 5.18)
3. Evaluate the principles of safety and quality in social care, incorporating risk management strategies and adherence to health and safety guidelines. (3.1, 3.2, 3.5, 3.7, 3.9, 3.12, 3.15)
4. Reflect on continuous professional development and supervision post practice placement, identifying personal learning needs and integrating feedback into professional practice. (3.11, 4.1, 4.2, 4.5)
5. Critically assess the impact of personal values and experiences on interactions with service users and be able to reflect on this to improve practice (2.15, 4.4, 5.9, 5.10, 5.19)

6. Evaluate professional knowledge and skills post placement to demonstrate an understanding of social justice and human rights in social care work. (5.1, 5.16, 5.17)

This module aims to develop learners' understanding of psychological well-being and mental health disorders across the lifespan. Learners will have the opportunity to examine biopsychosocial and psychological factors influencing mental health, cultural attitudes to mental health challenges, and develop contemporary social care interventions and supports. The module is underpinned by a reflective, inclusive and trauma informed approach that promotes service user autonomy and self-determination. This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Team working.

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Analyse the multifaceted impact of mental health issues on individuals at various life stages, considering developmental, cultural, and societal influences. (1.1, 1.2, 1.3, 1.5, 2.1, 2.3, 3.1, 3.3, 5.1,5.10)
2. Critically examine theoretical models of mental health across the lifespan and their practical application as experienced in placement social care settings, emphasising recovery-oriented, trauma-informed, and person-centered approaches. (1.6, 1.8, 2.4, 2.12, 3.2, 3.4, 3.6, 3.8, 5.6, 5.8, 5.9 )
3. Evaluate the effectiveness of social care practices in promoting mental health and well-being across the lifespan, considering accessibility, early intervention, and interdisciplinary collaboration. (1.4, 1.13, 1.16, 2.14, 2.17, 3.15 )
4. Demonstrate competency in mental health assessment, report writing, care planning and therapeutic interventions in advance of Practice Placement and CPD 2 (1.21, 2.6, 3.10, 5.3, 5.4, 5.5 )
5. Apply ethical principles and considerations in the provision of support to individuals experiencing mental health challenges at different life stages, building upon learning/practice of confidentiality, consent, advocacy, and autonomy. (1.15, 1.19, 1.23, 2.5, 3.7, 3.8, 5.7, 5.11 5.15 )

This module aims to enhance students' understanding of the research process and their capacity for conducting both academic and practice-based research within the social care sector. It introduces various social research frameworks, focusing on the planning, design, and execution of qualitative and quantitative research. Students will explore contemporary ethical issues in research, learning to apply ethical theories and principles in social care settings and familiarise themselves with universally accepted research ethics principles. The module will develop students' abilities in research methodology, methods, critical analysis, and research skills, enabling them to effectively review and analyse literature relevant to their professional practice in social care. This foundational knowledge and skillset will prepare students for their final year research projects.

This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Explain and explore the different philosophical and theoretical assumptions underpinning research methodologies, and the rationale for different approaches to research, with a focus on research methods used in social care practice (e.g. observations, pre and post intervention research) (1.1, 5.5)
2. Weigh up and make appropriate decisions based on appreciating the key features, strengths, and limitations of a range of research methods including the appropriateness of populations, samples and sampling frames for different methodologies, and research methods. (1.16, 1.18, 2.6, 3.6, 5.5, 5.17)
3. Identify and evaluate legal and ethical aspects in research in social care (ATU Research Ethics, TUSLA Research Ethics, HSE Research Ethics) (1.1, 1.3, 1.10, 1.10, 1.11, 1.12, 1.13, 1.15, 1.16, 1.18, 3.6, 3.11, 3.13, 5.5, 5.17)
4. Critically read, summarise and synthesise relevant literature and constructure literature reviews, by exploring and critiquing examples from relevant social care literature (e.g. Irish Journal of Applied Social Studies) (1.1, 2.7, 5.5)

This module aims to build on learners' knowledge, skills, and competencies required to comply with CORU professional standards in providing social care services to children and families across diverse environments. It delves into the theoretical underpinnings of working with children and families, offering insights into diverse family structures, dynamics, and challenges. Learners will critically assess various interventions and support frameworks in these settings, understanding the importance of theory, policy, and practice in social care work. The module also examines the role of the Child & Family Agency and multi-agency working in the social care sector. Residential care practices are explored with a focus on professional, legal and best practice approaches. This module will further enhance students' proficiency in provides social care work to support children, families and residential care services.
This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Discuss definitions, perspectives and debates of family and family support in Ireland as relevant to social care work. (2.14, 5.1, 5.7)
2. Demonstrate an understanding of the theoretical frameworks for working with children and families across the lifespan (1.1, 1.5, 2.3, 2.16, 2.17, 3.4, 3.5, 3.7, 3.8, 3.12, 5.4, 5.7, 5.8)
3. Demonstrate relevant knowledge and competencies for social care professionals working with children and families to effectively implement a range of practical, technical and professional skills (1.6, 1.7, 1.8, 1.10, 1.18, 1.21, 2.4, 2.9, 2.10, 2.16, 2.17, 5.7, 5.9, 5.10, 5.11, 5.12,5.16)
4. Explore the historical and current, professional, legal and best practice approaches in residential care (1.2, 1.4, 2.3, 2.12, 3.3, 3.13, 3.14, 5.1,5.3, 5.14)
5. Explain the different models and assessment frameworks that have guided the overall strategic vision of child and family support while evaluating the wider practice implications as this evolves (1.14, 2.1, 3.1, 3.3, 3.4, 3.5, 3.7, 2.13, 2.14, 2.15, 5.1, 5.14)

This module offers an in-depth exploration of relationship-based practice (RBP) in social care, emphasising the historical, theoretical, and practical aspects of building and maintaining effective professional relationships. It critically examines the evolution of RBP, its underlying principles, and the significance of such practices in achieving outcomes for service users with reference to past academic and placement learning. Through a detailed analysis of conflict resolution strategies, including various Alternative Dispute Resolution (ADR) methods, learners will evaluate ethical considerations and apply mediation models within diverse social care settings. The module also addresses the personal, professional, and ethical challenges encountered in RBP, conflict, and mediation to understand the complexities involved in social care practice. Finally, this module will further prepare students for their second professional practice placement of the programme. This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Examine the concept, history, and importance of relationship-based practice in social care and articulate its foundational principles and values. ( 1.4, 1 .5, 1.7, 2.5, 2.8, 5.8, 5.9 )
2. Evaluate the principles and practice of conflict resolution with a focus on ethical considerations in the management of conflict in a variety of social care sectors.  (1.2, 1.11, 1.12, 2.1, 2.2, 2.9, 2.5, 2.11, 3.2, 3.10)
3. Investigate conflict scenarios within social care practice and apply models of mediation (1.15, 1.22, 2.2, 2.11, 2.14, 2.15, 2.16 2.17,3.5, 3.12, 5.8, 5.12 )
4. Explore the internal and external personal, professional and ethical challenges associated with relationships, conflict and mediation in social care practice. (1.6, 1.13, 1.14, 1.16, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 2.12, 3.7, 4.1, 4.3, 4.4, 4.5, 5.9, 5.10, 5.13, 5.18, 5.19 )

This module provides an in depth exploration of social policy as it relates to social care practice, emphasising its development, theoretical underpinnings, and practical application in the profession. Through examination of the evolution of social policy in Ireland and its impact on service delivery, students will gain a deep understanding of the complex interplay between policy, evidence, and practice within the social care sector. The module addresses the role of theory and evidence in shaping effective policy-making, the significance of core social policy concepts, contemporary ideological debates, and the implications of professionalisation and regulation on service user experience. Through engaging discussions, comparative analyses, and exercises, students will develop the skills necessary to evaluate social policies and their effects on social care practice.

This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Examine the subject matter of social policy and its relevance to social care practice. (1.9, 2.6, 5.2)
2. Review and evaluate the place of theory, evidence and policymaking with reference to the role of the social care professional in advance of prospective practice placement (1 .9, 1.17, 1.22, 2.8, 3.1, 3.3, 3.4, 3.6, 3.8,3.9, 3.10, 3.11, 4.1,5.2, 5.4, 5.5, 5.14, 5.17)  
3. Explore and discuss concepts in social policy, including individualism, social risk, universalism, collectivism, citizenship, welfare state, privatisation, new public management with reference to how it impacts the lives of service users engaged in social care. (1.9, 2.6, 5.2, 5.14, 5.15)
4. Be familiar with the contemporary context of ideological debate with reference to individuals, groups and communities in social care practice. (1.9, 2.6, 5.2, 5.14, 5.15)
5. Examine the interrelation between professionalisation, regulation, service users experience and social care practice. (1.19, 2.3, 2.8, 3.4, 3.6, 3.11, 4.1, 4.2, 4.6, 5.1, 5.6, 5.7, 5.13, 5.15, 5.18 )     

This module focuses on enhancing student knowledge, skills, and competencies around the nexus of climate change, social care, and youth/community work across local, global, and national contexts. Framing climate change as a matter of social justice and human rights, it aims to equip students with strategies to address social inequality and marginalisation through emphasis on participation, capacity building, and inclusion. Through the critical analysis of theoretical frameworks, policy developments, and current issues, students will understand how to facilitate system-level changes, advance active participation, and achieve equitable outcomes at individual, community, and societal levels.

This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 3: Safety & Quality Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Analyse and appraise the definitions, values, and principles of youth work and community development, linking local practices to global approaches within the framework of climate change challenges and the social care worker’s role, reflecting on placement experiences and previous learning in modules such as Disability Studies, Behaviours of Concern, Mental health. (1.23, 5.3, 5.15)
2. Demonstrate an understanding and articulation of the holistic social, cultural, health and well-being challenges facing individuals and groups in the context of climate change related factors such as poverty, inequality, and marginalisation limited access to housing, clean food, water, and energy. (1.9, 3.14, 3.15, 5.2)
3. Demonstrate decision making skills in judging how to respond to a variety of issues that may arise in youth and community work (e.g. report writing, incident reports, assessment of need, strength based assessments) with various groups in different social care contexts (e.g. juvenile justice, refugees, homeless, addictions, family support) (1.8, 1.9, 1.23, 2.2, 2.4, 5.2, 5.6, 5.11)
4. Explore professional standards guiding both youthwork and community development (e.g. NQSF Youthwork AEIB Community Development) to gain insight into their methodologies of practice. (1.8, 2.4, 3.9, 4.4, 5.2, 5.3, 5.11, 5.15)
5. Develop skills in planning and facilitating service user voices and participation through a range of formal and informal methods, by learning about active citizenship and participatory action in the youth work and community development sectors (e.g. citizens assembly, Children & Young Peoples Services Committees, Dail na nOg, awareness raising and campaign strategies, lobbying). (1.23, 3.15, 4.3, 5.2, 5.3, 5.16)
6. Using Climate change, youthwork and community development information to build reflective and professional skills in social care practice (e.g. program evaluation, asset mapping, skills audits, SMART plans). (1.8, 1.20, 2.7,2.10, 2.11, 2.13, 4.3, 4.6, 5.2, 5.19)

This supervised practice placement provides students with an additional structured practice opportunity in a recognised social care setting under the guidance of an experienced practice educator (social care worker) and supported by their academic supervisor. Situated in a different area of practice from Professional Practice Placement and CPD 1, this placement will allow students the opportunity to further develop knowledge, skills and core competencies for practice and adopt a critical reflective approach to social care work. Students will also continue the development of their professional identities. Working in partnership with service users, their relatives/carers (if appropriate) and other professionals, students will plan and assess goals and evidence-based interventions as part of social care planning. Furthermore, within a human rights framework, and in compliance with current health and safety guidelines students will develop a nuanced understanding of policies, legislation and ethical responsibilities of a social care worker. This placement must consist of a minimum of 420-hour block placement which will take place over a 5-day week and be completed over 12 continuous weeks. The work pattern will mirror the realistic working week and shift pattern of social care workers.

This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Analyse how policies, legislation and human rights uphold the provision of quality health and social care services as required in the agency. (Domain 3.3, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.12, 3.14, 5.2, 5.15)
2. Integrate knowledge and understanding of social care issues and best practice through identifying, planning, delivering and evaluating an intervention under supervision which meets the needs of the agency and its service users. (Domain 3.1, 3.2,3.4, 3.15, 5.1, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10,5.11 5.12, 5.13,5.17 5.18, 5.19)
3. Critically reflect, evaluate and implement appropriate learning activities that evidence achievement of identified professional development goals including skills and competencies to develop practice as per CORU guidance (3.1, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.14)
4. Illustrate the ability to further enhance interpersonal and professional relationships in working with service users, professional peers and management expressing a personalised professional identity manifesting solidarity with others. (Domain 1.2, 1.3, 1.6, 1.8, 1.9, 1.10, 1.11, 1.15, 2.2, 2.3, 2.6, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15, 2.17, 3.5, 3.6, 3.7, 3.8, 3.11, 3.13, 4.3, 4.4, 4.5, 5.3, 5.6, 5.8, 5.10, 5.11, 5.12, 5.13)
5. Communicate effectively, upholding high ethical standards (CORU) in an objective and sensitive manner using technology and creative approaches as appropriate. (2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7,2.8, 2.9, 2.11, 2.12, 2.13, 2.15, 2.16, 2.17, 5.16)
6. Demonstrate professionalism throughout the duration of the placement process. (Domain 1.2, 1.3, 1.4, 1.6, 1.8, 1.9, 1.10, 1.11, 1.14, 1.15, 2.2, 2.3, 2.5, 2.6, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15, 2.17, 3.5, 3.6, 3.7, 3.8, 3.11, 3.13, 4.3, 4.4, 4.5, 5.3, 5.6, 5.8, 5.10, 5.11, 5.12, 5.13)
7. Demonstrate professionalism throughout the duration of the placement experience through evidence-based practice whilst upholding the safety and needs of service users and those involved in their care (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.17, 1.18, 1.19, 1.20, 1.21, 1.22, 1.23, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.13, 2.15, 2.16, 2.17, 3.5, 3.6, 3.7, 3.8, 3.14, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.4, 5.6, 5.7, 5.8, 5.10, 5.12, 5.13, 5.18, 5.19)

This module provides a comprehensive exploration into the advanced methodologies of social research and evidence within the context of social care practice. It is designed to equip students with a critical understanding of diverse research strategies, methodologies, and their application in practice. The module covers the spectrum of quantitative, qualitative, and mixed methods research approaches, delving into their philosophical underpinnings and practical implications for social care. Students will be supported in small group tutorials (1:20 max) to interrogate and internalise a robust understanding of techniques and strategies to develop research questions, literature, methods and ethical considerations for a research proposal. Ethics, professional standards and proficiencies will be embedded in the context of learning throughout the module.

This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Differentiate between research and evaluation to support and develop quality in practice in social care (e.g. TUSLA evaluation of implementation of Meitheal, secondary analysis of HIQA inspections) (2.9, 2.13, 3.8. 3.9, 5.5)
2. Have an advanced understanding of social research strategies, methods and approaches and how research various forms has informed changes in the organisation, understanding of and practice of social care by reviewing relevant examples (e.g. Roscommon Case, Madonna House, National Drug Treatment Reporting System (NDTRS) HRB, Trinity Research in Childhood Centre (TRICC), GUI) and building on learning from previous modules (e.g. Residential and Social Care to Support Children and Families) and bridging with Approaches to Addiction and Therapeutic Interventions modules ( 5.5,5.17)
3. Recognise the purpose and elements of a research proposal including the ethical approval process to prioritise and maintain the safety of research participants and be familiar with the governance of research in social care (e.g. TUSLA Research Ethics, HSE Research Ethics). (1.6, 1.12, 1.15, 1.19, 1.22, 2.8, 2.9, 2.12, 3.5, 3.6, 3.13, 5.5, 5.17, 5.18)
4. Recognise the principles and applications of scientific enquiry, including the evaluation of intervention efficacy, the research process and evidence-informed practice. (1.9, 1.10, 1.19, 1. 22, 2.9, 2.13, 3.6, 3.8, 5.5 , 5.17 )
5. Construct a research proposal in social care practice with an identification of a research question, literature and ethical considerations (1.13, 1.15, 1.16 , 1.17, 3.6 , 5.5, 5.17)

This module explores the complexities of leadership, management, and development within the social care sector. It aims to equip students with a comprehensive understanding of the theories and practices essential for effective leadership and management in professional social care environments. Through an exploration of leadership paradigms, management theories, regulatory frameworks, and the dynamics of change processes, students will develop the proficiencies necessary to lead and manage social care organisations ethically and effectively. The module also emphasises the importance of personal development, self-awareness, and professional growth in promoting a responsive and resilient social care workforce.

This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Explore paradigms of leadership and development practice in the context of professionalisation in the Social Care sector. (1.14, 1.19, 2.10, 2.11, 5.8, 5.13, 5.19)
2. Demonstrate an understanding of management theories and practices in social care environments, ensuring the development of safe, efficient, and responsive services. ( 2.7, 2.10 2.11, 4.3, 4.5, 4.6, 5.14, 5.18, 5.19)
3. Analyse planned and emergent system-level change processes in social care settings. ( 1.19, 1.21, 2.14, 3.11, 5.14 )
4. Synthesise the regulatory framework and formulate a range of quality systems appropriate for the Social Care sector. (1.12, 1.13, 2.8, 3.11, 3.14, 3.15)
5. Critically examine communication, collaboration and inter-professional work when providing a service level response to users needs, including the principles of teaching, learning, mentoring and supervision. (1.1, 2.15 , 5.18)
6. Critically assess own skills and development needs as a leader in the social care sector. ( 1.17, 1.18, 1.20, 4.3, 4.5, 5.19)

This module is designed to deepen the understanding and application of Continuing Professional Development (CPD) within social care practice. It aims to advance students' skills, knowledge, and proficiencies as professional social care workers. Through critical evaluation and reflection on their professional practice, students will identify their learning and development needs, select appropriate learning activities to achieve their professional development goals, and integrate new knowledge and skills into their professional practice. A key component of this module is the undertaking of a project based on core areas of social care to apply theoretical knowledge in practice, develop pragmatic skills, and improve professional qualities in line with CORU's definition and requirements of CPD.

This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Appraise continuing professional development (CPD) within the context of professional regulation requirements as outlined in CORU Guidance, and assess personal professional practice to identify ongoing learning and CPD needs.(4.1, 4.2, 4.5, 4.6, 5.13)
2. Select appropriate learning activities to achieve professional development goals and document the process in a CPD portfolio. (1.18, 2.6, 3.6, 4.1, 4.3, 4.6)
3. Complete a project that demonstrates the application of CPD to demonstrate the integration of theoretical knowledge and practical skills. (1.6, 1.18, 2.7, 2.12, 2.13, 2.15, 4.1, 4.2, 5.13)
4. Collect and utilise feedback from external organisations, professionals, supervisors, and service users to continuously improve professional practice through structured reflections and supervision. (1.3, 1.11, 2.16, 3.8, 4.5, 4.6, 5.13 )
5. Identify and navigate professional and ethical challenges encountered using CPD as a tool for future development planning. (1.4, 1.7, 1.14, 4.1, 4.2)

This module aims to develop students' understanding and application of equality, social justice, and human rights within social care practice. Based on social justice and anti-oppressive principles, this module will assist students in the advanced development of awareness, values, knowledge and skills essential for working effectively across diverse social locations and intersectional identities. The module encourages students to critically reflect on diversity in personal and professional contexts and integrates contemporary theory to understand and respond to emerging social trends via a social justice lens. Through examining the nuanced meanings of equality and diversity in theory, research, and practice, students will explore frameworks to address and advocate for a more equitable society. The module is taught from the perspective that radical equality, social justice and human rights need to be more centrally located within social care theory and practice.

This module maps to the CORU Standards of Proficiency below: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Team working Domain 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Define and critically evaluate concepts of equality, social justice and human rights as they relate to social care practice. (1.1, 1.8, 5.2, 5.3, 5.15 )
2. Demonstrate critical awareness and reflection on own positionality and the impact of the same on colleagues, service users and social care practice. (1.8, 1.22, 1.23, 2.5, 4.4, 5.2, 5.11 )
3. Develop an understanding of current theoretical and empirical research on equality, social justice, and human rights within Irish society and demonstrate their implications for social care practice. (1.8, 1.9, 2.2, 2.10, 3.15, 5.2, 5.15 )
4. Examine approaches and practices of equality, social justice and human rights in the social care context. ( 1.5, 1.8 , 2.16, 3.12, 5.2, 5.3, 5.7, 5.11, 5.15 )

Advanced Therapeutic Interventions in Social Care" is a comprehensive module designed for students seeking to specialize in the field of social care with an advanced skill set in therapeutic interventions. This module explores a variety of therapeutic approaches, including psychodynamic, cognitive-behavioural, and humanistic-existentialist theories, as well as specialized techniques like Somatic Experiencing, Trauma-Focused Cognitive Behavioural Therapy, Eye Movement Desensitization and Reprocessing, Narrative Exposure Therapy, and family systems theory.

Students will engage with the material through a blend of theoretical study and practical application, including workshops, case studies, and role-plays, to develop a nuanced understanding of how to apply these therapies within ethical and professional guidelines. The module also places a strong emphasis on reflective practice, encouraging students to critically evaluate their learning and development in alignment with CORU standards.

By the end of the module, students will be equipped with the knowledge and skills to effectively respond to a broad range of mental health issues and social care needs, applying their learning in real-world settings to make a significant impact on the lives of those they serve.

This module maps to the CORU Standards of Proficiency below:   Domain 1: Professional Autonomy and Accountability   Domain 2: Communication, Collaborative Practice and Team working.   Domain 4: Professional Development   Domain 5: Professional Knowledge and Skills

1. Critically integrate theoretical perspectives and therapeutic practice in social care (1.5, 2.17, 5.1)
2. Demonstrate an understanding of systemic practice across a diverse groups of service users in social care. (1.5, 2.1, 3.10,5.7, 5.9)
3. Advanced proficiency in trauma-informed therapeutic techniques, interventions and practice in social care. (1.5, 3.2, 4.4, 5.19)
4. Apply a range of narrative and exposure approaches in social care practice. (3.7, 4.4, 5.1, 5.16)
5. Critically assess strategies for sustaining meaningful engagement and partnership with service users in diverse social care contexts. (1.2, 2.2, 2.3, 2.4, 3.3, 5.11, 5.1 2, 5.14)
6. Demonstrate advanced approaches of self-care practices and inter/multi disciplinary team working in the context of implementing therapeutic interventions in a range of social care settings. (1.4, 1.20, 2.9, 3.1, 3.9, 5.10)

This module offers a comprehensive exploration of the multifaceted factors contributing to problematic substance use, encompassing addictive behaviors and process addictions. Students will develop an integrative understanding of the social, psychological, and biological determinants influencing the development and persistence of substance use disorders. Emphasis is placed on professional proficiency in prevention, screening, brief interventions, and team working for alcohol and other drug use, aligning with CORU proficiencies. Through critical analysis, students will evaluate the role of social care within holistic, interdisciplinary, and evidence-based approaches to addiction recovery. Furthermore, students will develop an awareness of the broader contextual factors impacting addiction by exploring legislative, policy, socio-political, and socio-cultural influences shaping substance use patterns in Ireland. Finally, students will assess the research and literature base surrounding the impact of addictive behaviors on individuals, families, child development, and society at large. Students will be equipped with the knowledge needed to proficiently address substance use and addiction within diverse social care contexts.

This module maps to the CORU Standards of Proficiency below:  Domain 1: Professional Autonomy and Accountability  Domain 2: Communication, Collaborative Practice and Team working. Domain 3: Safety and Quality Domain 4: Professional Development  Domain 5: Professional Knowledge and Skills

1. Demonstrate an integrative and reflective understanding of the complex social, psychological and biological factors involved in the development and maintenance of problematic substance use and other addictions. (1.21, 1.23, 2.1, 2.17, 3.7, 5.1, 5.3, 5.4, 5.6, 5.9, 5.16)
2. Demonstrate professional proficiency in prevention, screening and brief interventions for addictions in social care practice. (1.15, 2.1, 2.3, 2.4, 3.2, 3.3,3.4, 3.10 )
3. Apply approaches to advocacy, family support and other social care work roles in supporting service users affected by addictions, and their families and wider society. (1.3, 1.8, 1.10, 2.1, 2.6, 2.11, 3.1, 3.5, 3.7, 5.2, 5.3 )
4. Analyse CORU proficiencies and the role of social care in the context of holistic, interdisciplinary and evidence-based recovery approaches for addiction. (1.10, 1.11, 1.16, 1.21, 2.14, 5.8 )
5. Compare and contrast intervention skills and challenges for social care workers supporting service users with addiction and be able to communicate diagnosis/assessment and/or treatment/management options in a way that can be understood by the service user and be familiar with the provisions of the current Code of Professional Conduct and Ethics for the profession (1.2, 1.7, 3.4, 3.12, 5.10, 5.12)

The aim of this module is to support each student to enable students to develop advanced research knowledge and skills. The module is designed to provide students with the opportunity to conduct independent research on a topic of their choice within the field of social care practice. It consists of ongoing individual support provided by the lecturer and allocated supervisor. Students are expected to show critical thinking, understanding of how knowledge is generated and utilised, follow ethical guidelines and be able to work independently.

This module maps to the CORU Standards of Proficiency below:
Domain 1: Professional Autonomy and Accountability
Domain 2: Communication, Collaborative Practice and Team working
Domain 3: Safety and Quality
Domain 4: Professional Development
Domain 5: Professional Knowledge and Skills

1. Demonstrate an ability to identify appropriate research questions a specific application to professional social care (2.6, 5.5,5.17)
2. Identify, evaluate and synthesise literature and evidence relevant to social care practice (2.6, 5.5, 5.17)
3. Demonstrate the appropriate identification and utilisation of relevant research methodologies and ethical considerations in the context of social care practice settings and roles. (1.16, 3.4, 3.13, 3.14)
4. Critically review evidence and demonstrate the ability to collate, interrogate, position and evaluate research findings/recommendations (1.13, 5.5, 5.6)
5. Produce and present a dissertation adhering to best practice social scientific conventions and scholarly expectations (1.17, 1.18, 2.6, 3.6,4.1, 4.2, 4.5, 5.5, 5.6, 5.15, 5.17)
6. Reflect on the personal, professional, practical implications associated with independent research work in social care (1.12, 2.6, 3.11, 5.4, 5.5, 5.17).